Digital Encounters With Bias: Critical Reflection Through Video

For this activity there was a number of very informational videos to choose from. I surfed Youtube for a video relating to biases and stereotyping and ended up landing on a TEDxYouth talk titled What it takes to be racially literate by Priya Vulchi and Winona Guo. This video was quite interesting. The speakers unpacked everyday experiences of racial bias and the importance of storytelling in breaking down stereotypes. It is emotionally resonant and is built off of a strong foundation of real world narratives that is accessible to a variety of learners.

Interaction Requirement

This video would seek out internal reflection. Direct responses aren’t needed but it is a powerful enough video to evoke these learner reactions. Students may find themselves pausing to think deeply about their own identities, assumptions and the way bias may manifest in their environment. I could picture learners taking notes on the moments that stood out to them or connecting to parts of the video with their own experiences.

After Watching Video

After learners viewed the video I would have them engage is a sort of storytelling activity, digital, of course. They could create a short video, podcast clip or written narrative where they explore a moment they may have encountered or witnessed a stereotype. This is a task that fosters a sense of critical self awareness and empathy, along with digital literacy skills. Tools like Padlet or Canva Video could be forums to support this activity depending on the comfort level of the students and their accessibility needs.

Activity Feedback

In order to have feedback, students would upload their creations to a shared class Padlet forum where peers could leave constructive and reflective comments. I would also provide my own personalized feedback. It would be nice to possibly incorporate another format for feedback like Loom so to use videos or voice notes creating a less text heavy process. This also supports a variety of learning preferences and reduces some barriers for students with varying literacy skills or cognitive processing needs.

Possible Barriers

This activity would not be a difficult situation for small or large groups, especially considering where tech has reached in terms of peer interaction and self reflections. To address areas of inclusion I would offer a number of alternative formats for responses such as audio, video or good old writing. Videos would have closed captions and transcripts and it would be ensured that all learners are able to choose to submit privately if uncomfortable with publicly sharing.